钉牢
发表于 2025-3-25 04:40:21
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持续
发表于 2025-3-25 11:27:14
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多余
发表于 2025-3-25 13:36:38
Higher Technical Education in Ireland,chnical studies, emphasising the primacy of religion, the humanities, classical studies and the Irish language. The underdevelopment of technical and vocational education, a defining feature of Irish education since the 1920s, was particularly marked at higher level.
LAVE
发表于 2025-3-25 15:53:56
The End of the Old Order,of courses. Growing societal demand for higher education, combined with the impact of political and administrative neglect over the previous generation, forced a gradual re-appraisal of traditional understandings of higher education, although this was both piecemeal and incomplete during the 1950s.
托人看管
发表于 2025-3-25 23:23:24
Globalisation and the Primacy of Economics,ation and rationalisation, which demanded internal reform within HEIs and ultimately external reconfiguration to create a more globally competitive higher education sector. Following the economic crash in 2007–2008, the primacy of knowledge based economic imperatives sidelined almost all other considerations in an era of renewed austerity.
共同确定为确
发表于 2025-3-26 03:01:10
Book 2018nal universities, technical schools and teacher training colleges at the start of the twentieth century, cataloguing its development into the complex, multi-layered and diverse system of the early twenty-first century. Focusing on the socio-political and cultural contexts which shaped the evolution
骂人有污点
发表于 2025-3-26 05:56:48
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上下连贯
发表于 2025-3-26 08:59:11
Church, State and the University,icism shaped the culture of the NUI and ecclesiastical power was a key factor in defining the parameters of policy and institutional decisions. University leaders and for that matter most academics accepted the underlying premises of a fundamentally conservative society.
affluent
发表于 2025-3-26 16:31:09
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Noctambulant
发表于 2025-3-26 19:53:43
Higher Education in the Twenty First Century,the legitimating power of egalitarian ideas. The contemporary underpinnings of government policy, where HE is identified almost exclusively with human capital formation, contrast sharply with the more diverse policy and ideological assumptions that held sway in the second half of the twentieth century.